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62 Ansichten71 SeitenAssessment of Literacy and Numeracy Skills in a State University

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Assessment of Literacy and Numeracy Skills in a State University

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62 Ansichten71 SeitenAssessment of Literacy and Numeracy Skills in a State University

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A Research Proposal

Submitted to the Faculty of the College of Teacher Education

Southern Leyte State University

In Partial Fulfillment of the Course Requirements for the Degree of

Major in Mathematics

JUSFER P. BETANCOR

BABELINO B. GETES

DIOSSELIN A. POTOT

October 2017

CHAPTER 1

INTRODUCTION

Literacy and Numeracy skills play the important role in the society

nowadays. Without this skill, you cannot easily find an opportunity that

you want. More opportunities are offer to each individual who has the

closes those doors. Students have different abilities needs and interest.

Dubin and Kuhlman (1992) literacy has taken its meaning that go

the word literacy itself has come to mean competence, knowledge and

which literacy stands for know-how and awareness of the first word in

the expression.

Literacy not just an ability but skill enables man not just to use to

means you are able to apply some of these mathematical skills in many

areas.

Ginsburg et al (2006) suggest that most definitions of numeracy

purpose, or use. For example, in some cases the focus is on the needs

Literacy and Numeracy are among the most important life skills that our

with one another. These required skills often overlap and are necessary

campuses of Southern Leyte State University, College of Teacher

Literacy ability and numeracy ability of 3rd year BSED Math Major

SLSU- CBM, San Juan in the academic year 2017-2018 will be test.

1.2 gender?

5. Does literacy and numeracy ability relates the math achievement of

the respondents?

Ho2: The literacy and numeracy ability does not relates the math

outside world.

skills. They can get ideas and improve their teaching methods in

teaching students.

in instruction.

Researcher. The result of this study is important for them to be

be teachers.

more from their future research. They can get information or ideas of

Theoretical Framework

such how our ideas about literacy have developed. What researchers

guide educators and theorists in literacy on what is and what is not

content that is given to pupils for learning must relate their level of

what and how a child learns is determined largely by the child’s present

stage of development.

Maturation Theory

when they have developed certain prerequisite skills and there is little

reading until children were mature enough for instruction. Scholars for

this theory hypothesized that this could happen when children were at

all children go through similar stages, although each child may move

through these stages at their own rate (Godwin, Herb, Rickets &Wymer,

2013).

literacy behaviors which children acquire before they formally get into

teachers’ truth.

Some say it is observable changes in behavior, others that it means

assumptions about the nature of the learning process. Those who hold

related concept well separated, so that students did not form incorrect

ties.

Conceptual Framework

numeracy abilities of the students as factors that can affect their math

the literacy and numeracy abilities of a student are factors that affect

was conducted. Questionnaire that will test and determine the literacy

Southern Leyte State University

Math Achievement

study.

This study is concern with the literacy and numeracy skills of the

CBM, San Juan Southern Leyte and Southern Leyte State University-

study were the grade point average and the scores of the students from

Definition of Terms

operationally.

information accurately.

CHAPTER 2

associated with equality and the three aspects that Fennema (1995)

prerequisite skills and there is little that teachers and parents can do to

advocates for not teaching reading until children were mature enough

for instruction. Scholars for this theory hypothesized that this could

stages, although each child may move through these stages at their

own rate.

mathematics.

by researchers was teaching practice, especially the behaviour of the

teacher, such as (a) being responsive and helpful (b) being supportive.

literacy behaviors which children acquire before they formally get into

related concept well separated, so that students did not form incorrect

ties.

guide educators and theorists in literacy on what is and what is not

content that is given to pupils for learning must relate their level of

what and how a child learns is determined largely by the child’s present

stage of development.

ability level than the learner, with respect to a particular task, process or

emphasis among mental, written and calculator methods of computation

assumptions about the nature of the learning process. Those who hold

to students, taking interest in their purposes as well as in those of the

teachers’ truth.

whole. They are foundational skills, providing the base on which to learn

numeracy skills cannot assume a full and equal role in social and

of basic literacy and numeracy skills, low earnings and low levels of

the ability to get along with others and to work effectively in teams.

the early years in primary school is maintained through to the end of

literacy and numeracy skills through the final years of primary school.

learn are key aspects of closing the gap in educational achievement for

Indigenous students.

also found that students had more positive attitudes toward

are usually asked to read (or listen to) the math story or the problem

completing the task, and then solve the problem and come up with an

Jordan and Hanich (2000). They have categorized word problems into

Jean Piaget (1979), human intellectual development progresses

stages occur have been found to be largely invariant, however the ages

at which people enter each higher order stage vary according to each

conventional knowledge.

Caine and Caine (1994) argue that brain research confirms that

learning and teaching. They add that the brain is designed as a "pattern

students with the kind of experiences that enable them to perceive "the

patterns that connect". Children from a very young age are sensitive to

Van den Walle and Watkins, 1993) have pointed out the importance of

CHAPTER 3

Research Design

This study determines the literacy and numeracy ability of 3rd year

correlation method was used in this study Bagayana (2006), wrote the

study focuses on the present condition the purpose is to find new truth

Research Locale

Southern Leyte, SLSU- CBM, San Juan, Southern Leyte and SLSU-

Research Respondents

The respondents of this study were the 3rd year math major

San Juan, Southern Leyte and SLSU- CTE, Tommas Oppus, Southern

Leyte.

Sampling Procedure

Research Instrument

student’s respondents and it has been done with pilot testing to ensure

its affectivity and validity. After pilot testing, there were some questions

Research Procedure

aims to draw out proper responses on the objective of this study. The

Statistical Treatment of Data

The statistical tools that are used in organizing data are the following:

tendency.

variables quantitatively.

CURRICULUM VITAE

JUSFER P. BETANCOR

Brgy. San Jose, San Juan, Southern Leyte

Contact Number: 0946-413-2032

Career Objective

Personal Information

Age : 20

Date of Birth : January 17, 1997

Place of Birth : Villa Kananga Butuan City

Religion : Catholic

Nationality : Filipino

Educational Attainment

College of Businees and Management

Bachelor of Secondary Eduction

Major in Mathematics

June 2014- present

A.D. Curato St. Butuan City

June 2010 – March 2013

Agusan Pequeῆo, Butuan City

June 2009 – March 2010

CURRICULUM VITAE

DIOSSELIN A. POTOT

Brgy. Salvacion, Silago, Southern Leyte

Contact Number: 0935-772-2541

Career Objective

Personal Information

Nickname : Linlin

Age : 19

Date of Birth : November 22, 1997

Place of Birth : Salvacion, Silago, Southern Letye

Religion : Catholic

Nationality : Filipino

Educational Attainment

College of Businees and Management

Bachelor of Secondary Eduction

Major in Mathematics

June 2014- present

Hingatungan, Silago, Southern Leyte

June 2010 – March 2014

CURRICULUM VITAE

Brgy. Lipanto, St. Bernard, Southern Leyte

Contact Number: 0936-891-6719

Career Objective

Personal Information

Nickname : Bobby

Age : 19

Date of Birth : October 27, 1997

Place of Birth : Lipanto, Saint Bernard, Southern Letye

Religion : Catholic

Nationality : Filipino

Educational Attainment

College of Businees and Management

Bachelor of Secondary Eduction

Major in Mathematics

June 2014- present

Himayangan, Lilo-an, Southern Leyte

June 2010 – March 2014

Statement of the Problem

Literacy ability and numeracy ability of 3rd year BSED Math Major

SLSU- CBM, San Juan in the academic year 2017-2018 will be test.

of:

1.2 gender?

Chapter IV

Table 1

Gender

Gender

Male Female Total

Age 17 Count 1 1 2

% of Total 2.0% 2.0% 4.1%

18 Count 6 13 19

% of Total 12.2% 26.5% 38.8%

19 Count 6 12 18

% of Total 12.2% 24.5% 36.7%

20 Count 1 1 2

% of Total 2.0% 2.0% 4.1%

21 Count 0 1 1

% of Total 0.0% 2.0% 2.0%

22 Count 0 2 2

% of Total 0.0% 4.1% 4.1%

23 Count 1 0 1

% of Total 2.0% 0.0% 2.0%

25 Count 2 0 2

% of Total 4.1% 0.0% 4.1%

31 Count 0 1 1

% of Total 0.0% 2.0% 2.0%

47 Count 1 0 1

% of Total 2.0% 0.0% 2.0%

Total Count 18 31 49

% of Total 36.7% 63.3% 100.0%

The dominant age of the respondents is 18 and 19 years old, this

means that it is the ideal age of the college students in the 3rd year. The

highest age of the respondents is 47 years old while the lowest age is

17 years old. 63.3% of the respondents were female while 36.7% were

male. This means that there were more female students who take

education, not just men, but also women were provided quality basic

(Dakar, 2000).

Profile of the Students on Their Literacy and Numeracy Ability

Table 2:

Mean Standard Description Mean Standard Description

Deviation Deviation

CAES 9.64 2.373 Very Good 9.79 2.455 Very Good

*Legend

verified in this table. We use the empirical rule in interpreting the data to

their numeracy ability is between 7.35 and 12.245. The literacy and

95% of their numeracy ability is between 8.04 and 14.596. The literacy

and numeracy ability of CBM is either Superior or Excellent. In CTE,

and 68% of their numeracy ability is between 7.765. The literacy and

People with higher literacy and numeracy abilities are more likely to be

Literacy ability of each college scores almost the same with their

respective numeracy ability. The findings are a good sign, that they

and literacy (Green & Riddell, 2001; Lamb & McKenzie, 2000). On a

effective teacher.

the factors why our results are high. According to Rothman (2003),

numeracy achievement, with females scoring higher on tests of reading

Table 3

Good

(2.1-2.5) (1.6-2.0) (1.1-1.5)

CAES 0 10 4

CBM 0 14 1

CTE 9 7 4

respondents, only 1 has a superior math achievement and the rest has

a “very good”. Even with those math achievements, their literacy and

35% got very good, and 45% got good. Even a lot got only good math

achievement, their literacy and numeracy abilities are within very good

(Table 2).

advance math subjects for the past two years, they are expected to

have superior or at least very good math achievements. But our data

reveals that even the respondents in the same college which given the

Lesaux, 2013) and spatial skills (Rohde and Thompson, 2007, Tosto et

al., 2014). Our present findings also support the conclusion of Kurtus

(2012) that even with the same environment there are a lot of reasons

factors, such as the subject matter is too difficult, the teacher is hard to

students (Ball, 1993; Grossman, et. Al., 1989; Rosebery., et. al., 1992).

achievement in this study. School safety and facilities (Reyonds et. al.,

students. Collectively, these results point out that attention should be

do homework and goofed off in class (Kurtus, 2012). Kurtus (2012) also

added that there are reasons related to the personal issues such as test

students. Similar results were found by Beaton et al., (1996) and Mullis

et al., (1997).

Table 4

Numeracy Statistically Significant

*Correlation is significant at the 0.01 level (2-tailed).

variables.

The data reveals that our variables, literacy and numeracy

.000). This means that there is a relationship between the literacy ability

stated that both literacy and numeracy are affected by the values and

norms of the society in which they are used. From the perspective,

home and at school. Adams (2003) on other hand also added that

literacy and numeracy abilities are vital for creating and maintaining an

Table 5

College r- p- Description

value value

*Correlation is significant at the 0.01 level (2-tailed).

The data reveals that the literacy and numeracy ability of CAES

have a large correlation (p= .672) and statistically significant (p= .008).

The result is the same with the relationship between literacy and

numeracy ability of all respondents taken as one group (Table 4). The

data shows that the respondent’s literacy and numeracy ability in CAES

mathematical disabilities often show comorbidity (Miles et al., 2001;

Fuchs et al., 2004; Dirks et al., 2008; Rubinsten, 2008; Slot et al.,

2016).

(p= .095) and not statistically significant (p= .736). The result is different

taken as one group (Table 4). This is because the literacy and

numeracy ability are all high, independent with each other. One of the

reasons is their high literacy ability. Fite (2002) stated that students who

(p= .299) and not statistically significant (p= .200). The result is almost

the same with the relationship between literacy and numeracy ability of

(Table 4). The data shows that the respondent’s literacy and numeracy

ability in CTE is developed at not the same level. Some studies suggest

facts than with other aspects of arithmetic (Miles et al., 2001; Simmons

Table 6

Coefficients a

Model Standard

Coefficients

Beta t Sig

1 (Constant) 45.895

statistically significant to the model. We can use the values in the “Beta”

numeracy ability contributes .387 point increase in math achievement.

Furthermore, the P-value of literacy and numeracy ability was .001 and

predictors of math achievement, which mean they are the factors that

can affect our math outcomes. Our finding agreed with the conclusion of

sense, as well as the ability to read and comprehend word problems are

CHAPTER V

SUMMARY

numeracy abilities of the students as factors that can affect their math

Oppus and SLSU- CBM, San Juan in the academic year 2017-2018 will

1.2 gender?

5. Does literacy and numeracy ability relates the math achievement of

the respondents?

This study determines the literacy and numeracy skills of 3rd year

Southern Leyte, SLSU- CBM, San Juan, Southern Leyte and SLSU-

method was used in this thesis. This was to find new truth which may

generalization. The main tool used in this study was a researcher made

student’s respondents and it has been done with pilot testing to ensure

its effectivity and validity. After pilot testing, there were some questions

that is being rejected, revised and retained. The statistical tools that are

Regression Analysis is used to model the relationship between a

FINDINGS

old, which means that this is the ideal age of the college

𝟐

students in third (3rd) year. of the respondents population

𝟑

𝟏

were female while of it were male which means that there

𝟑

field of specialization.

numeracy ability is between 8.04 and 14.596. The literacy and

Good or Superior.

and the rest has a “very good”. Even with those math

good, and 45% got good. Even a lot got only good math

very good.

on our finding, we can say that literacy and numeracy ability of

achievement, which mean they are the factors that can affect

CONCLUSION

are the factors that can really affect the math achievements of the

RECCOMENDATION

further development.

Mathematics programs in the early grades should make

obtaining solutions.

solving processes.

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

College of Business and Management

San Juan, Southern Leyte

Dear Respondent,

student’s literacy and numeracy skills. Your answer to this survey will be

Researchers

STUDENT’S QUESTIONNAIRE

Personal Background

1. Age.

2. Gender

Male Female

LITERACY QUESTIONNAIRE

1. 7.86 × 4.6 =

A. 36.156 B. 36.216

C. 351.56 D. 361.56

A. from B. on

C.at D. over

than a bus.

A. 0.105 B. 0.501

C. 0.015 D. 0.15

A. Dance B. Dancing

A. baked B. wrote

C. plays D. sing

8. Preposition: Please sign your name the dotted line you read

the contract.

9. Fill in the blank. Find the greatest common factor of 81 and 108?

way.

A. Simile B. Hyperbole

C. Metaphor D. Personification

14. Pronouns: If you see Yuna today, please give __________ this

book.

A. Her B. She

C. Them D. Him

NUMERACY QUESTIONNAIRE

1. 47% of 90.

A. 42.55 B. 42.3

C. 50.90 D. 71.30

2. 17 x 29 =

A. 433 B. 493

C. 415 D. 483

A. 0.6 B. 0.61

C. 0.5 D. 0.55

4. 0.98+0.77+1.27+3.34+.05

A. 6.41 B. 6.51

C. 6.43 D. 6.55

A. 8 B. 7.5

C. 6.5 D. 9

6. 8 × 6 - 9 ÷ 3 + 4

A. 49 B. 18

C. 20 D. 48

7. 5/7 + 3/6

A. 31/42 B. 51/42

C. 27/42 D. 35/40

Miguel was last year. When Miguel's present age is added to his

grandfather's present age, the total is 68. How old is each one now?

9. One-half of Heather's age two years from now plus one-third of her

age three years ago is twenty years. How old is she now?

A. 24 years B. 44 years

C. 42 years D. 22 years

10. A piece of 16-gauge copper wire 42 cm long is bent into the shape

of a rectangle whose width is twice its length. Find the dimensions of

the rectangle.

11. If one side of a square is doubled in length and the adjacent side is

decreased by two centimeters, the area of the resulting rectangle is 96

square centimeters larger than that of the original square. Find the

dimensions of the rectangle.

A. 24 cm by 10 cm B. 22 cm by 8 cm

C. 12 cm by 6 cm D. 14 cm by 4 cm

12. The number of the students of one school is a natural number that is

between 600 and 500. If we were to divide the students into 20 groups

or 12 groups or 36 groups, we get a remainder of 7 in every time. What

is the number of students in this school?

A. 557 B. 547

C. 567 D. 577

13. Mr. Johnson's class has 28 students. If three fourth of his students

are absent due to heavy rainfall on a particular day, how many students

does he have left in his class on that day?

A. 14 B. 7

C. 21 D. 0

14. A boat travels 6 miles NW and then 2 miles SW. How far away the

boat is from its starting point?

C. 6.22 miles D. 6.32 miles

an angle of 60° with the ground, how far up the wall does the ladder

reach? How far from the wall is the base of the ladder?

C. 5.20 m; 3 m D. 6.30 m; 1 m

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

College of Business and Management

San Juan, Southern Leyte

Mathematics Major in State University

Dear Respondent,

Your response will be used for research purposes to assess the

student’s literacy and numeracy skills. Your answer to this survey will be

treated with strictest confidentially.

Researchers

STUDENT’S QUESTIONNAIRE

Personal Background

1. Age.

16 yrs. old 18 yrs. old

17 yrs. old other specify:

2. Gender

Male Female

LITERACY QUESTIONNAIRE

1. 7.86 × 4.6 =

A. 36.156 B. 36.216

C. 351.56 D. 361.56

A. from B. in

C. at D. over

than a bus.

A. 0.105 B. 0.501

C. 0.015 D. 0.15

A. Dance B. Dancing

A. baked B. wrote

C. plays D. sing

8. Preposition: Please sign your name the dotted line you read

the contract.

9. Fill in the blank. Find the greatest common factor of 81 and 108?

A. Have watched B. watching

C. Are watching D. watched

11. Fill in the blank. What is 55% of 90% ?

12. What is the product of 17.19 and 10.17 ?

13. Figures of Speech: The avalanche devoured anything standing in its

way.

A. Simile B. Hyperbole

C. Metaphor D. Personification

14. Pronouns: If you see Yuna today, please give __________ this

book.

A. Her B. She

C. Them D. Him

NUMERACY QUESTIONNAIRE

1. 47% of 90.

A. 42.55 B. 42.3

C. 50.90 D. 71.30

2. 17 x 29 =

A. 433 B. 493

C. 415 D. 483

A. 0.6 B. 0.61

C. 0.5 D. 0.55

4. 0.98+0.77+1.27+3.34+.05

A. 6.41 B. 6.51

C. 6.43 D. 6.55

A. 8 B. 7.5

C. 6.5 D. 9

6. 8 × 6 - 9 ÷ 3 + 4

A. 49 B. 17

C. 20 D. 48

7. 5/7 + 3/6 =

A. 31/42 B. 51/42

C. 27/42 D. 35/40

John was last year. When John’s present age is added to his

grandfather's present age, the total is 76. How old is each one now?

4 minutes, and third clown waves every 5 minutes. When will all 3

clowns wave at the same time?

A. 60 minutes B. 55 minutes

C. 65 minutes D. 70 minutes

10. A piece of 16-gauge copper wire 42 cm long is bent into the shape

of a rectangle whose width is twice its length. Find the dimensions of

the rectangle.

11. A triangle has a perimeter of 50. If 2 of its sides are equal and the

third side is 5 more than the equal sides, what is the length of the third

side?

A. 25 B. 20

C. 30 D. 15

12. A water tank is emptied at a constant rate. Initially, 36,000 gallons of

water were in the tank. At the end of five hours, 16,000 gallons

remained. How many gallons of water were in the tank at the end of the

third hour?

13. Mr. Jones’s class has 55 students. If three fifths of his students are

absent due to heavy rainfall on a particular day, how many students

does he have left in his class on that day?

A. 33 B. 43

C. 22 D. 37

14. Cole has six times as many dimes as quarters in her piggy bank.

She has 21 coins in her piggy bank totaling $2.55. How many of each

type of coin does she have?

A. 2500 B. 5500

C. 5050 D. 2050

ABSTRACT

ABILITY AMONG MATHEMATICS MAJOR IN

STATE UNIVERSITIES

Diosselin A. Potot

Babelino B. Getes Jr.

Major in Mathematics

numeracy abilities of the students as factors that can affect their math

achievement. This study utilized the respondent’s grade point average

(GPA) of their four major subjects (mathematics) during their second

year in college, second semester A. Y. 2016-2017 to measure their

achievement. The descriptive- correlation method was used in this

study. The finding reveals that numeracy and literacy abilities are

predictors of math achievement, which means they are the factors that

can affect the respondent’s math outcomes. The researchers conclude

that literacy and numeracy ability are the factors that can really affect

the math achievements of the students.

Keywords: literacy ability, numeracy ability, math achievement.

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APPROVAL SHEET

ABILITY AMONG MATHEMATICS MAJORS IN STATE

UNIVERSITIES prepared and submitted by JUSFER P. BETANCOR,

DIOSSELIN A. POTOT, and BABELINO B. GETES JR. in partial

fulfillment of the requirements for the degree of BACHELOR OF

SECONDARY EDUCATION (Major in Mathematics) is hereby

accepted.

Adviser Data Analyst

Research Professor Censor

Program Chair, Member Adviser, Member

Expert, Member Statistician

Chairman

of BACHELOR OF SECONDARY EDUCATION (Major in

Mathematics)

Date of Oral Defense College Dean

TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents v

List of Tables vii

List of Figures viii

List of Appendices ix

Chapter

I INTRODUCTION

Statement of the Problem

Statement of Hypothesis

Framework of the Study

Significance of the Study

Scope and Limitations

Definition of Terms

III. METHODOLOGY

Research Designs

Research Locale

Research Respondent

Sampling Procedure

Research Instrument

Research Procedure

Statistical Treatment of Data

V. SUMMARY, FINDINGS, CONCLUSION

AND RECOMMENDATION

Summary

Findings

Conclusion

Recommendations

REFERENCES

APPENDICES

Appendix B Research Instrument

Appendix C Location Map

CURRICULUM VITAE

ACKNOWLEDGEMENT

the people who yield their support, encouragement, adjuration, concern

and assistance during the time of working it.

First and foremost to our Almighty God who has always been

guiding our minds and give us a strength and determination to fulfill our

study.

To our beloved parents who always there to support including

their financial assistance.

To Mr. Joshua Edson G. Ordiz our research instructor for his

advice and correcting our research paper to make it possible.

To Dr. Elysha S. Alvarado our censor for giving her time

correcting our thesis paper.

To the Campus Dean of SLSU - CBM, Dr. Gary Garcia, for

allowing us to conduct a research in their school.

To the Campus Dean of SLSU - CAES, Dr. Nelfa Gil, for her

warm welcome and for approving our letter to conduct a research to

their students as our respondents.

To the Campus Dean of SLSU - CTE, Dr. Frederick Aniga, for his

moral support and being good to us when we we're in their school and

for having his approval to conduct a research to their students as our

respondents.

To the research respondents for their cooperation in answering

the questionnaire prepared by the researchers.

To the panelists who yield their effort and time during the oral

defend.

And to all who are always there to guide and teach us in a good

thing and to make our research attainable.

THE RESEARCHERS

DEDICATION

to the following:

this study.

With all your support. This piece or work is dedicated to all of you.